What learning looks like
Ask who made a source and what it can tell us. A timeline can organise events; an explanation needs reasons as well as dates.
Teaching is followed by examples, practice and a chance to save written or described practical work. Parents use the separate guide to review submissions.
Year 1: learning in History
| Week | Topic and learning goal |
|---|---|
| Week 1 | My past and event order Use before/after and put familiar events in order. |
| Week 2 | Objects and memories Distinguish observations, questions and accounts of the past. |
| Week 3 | Then and now Compare earlier and present-day examples using supplied information. |
| Week 4 | Our first little museum Present a simple sequence or comparison and identify its source. |
Year 2: learning in History
| Week | Topic and learning goal |
|---|---|
| Week 1 | London before the fire Explore london before the fire and explain your thinking. |
| Week 2 | How the fire spread Explore how the fire spread and explain your thinking. |
| Week 3 | People and evidence Explore people and evidence and explain your thinking. |
| Week 4 | Remembering and rebuilding Explore remembering and rebuilding and explain your thinking. |
Year 3: learning in History
| Week | Topic and learning goal |
|---|---|
| Week 1 | Prehistory and a long timeline Explore prehistory and a long timeline and explain your thinking. |
| Week 2 | Farming and changing ways of life Explore farming and changing ways of life and explain your thinking. |
| Week 3 | Stonehenge and interpretation Explore stonehenge and interpretation and explain your thinking. |
| Week 4 | Materials, change and continuity Explore materials, change and continuity and explain your thinking. |
Year 4: learning in History
| Week | Topic and learning goal |
|---|---|
| Week 1 | Time and traces Place Roman Britain on a timeline and distinguish evidence from a guess. |
| Week 2 | Britain and a growing empire Explain conquest and recognise different perspectives. |
| Week 3 | Objects ask questions Separate observation, inference and uncertainty about objects. |
| Week 4 | Resistance and careful accounts Explain Boudica’s revolt without treating one account as the whole story. |
Year 5: learning in History
| Week | Topic and learning goal |
|---|---|
| Week 1 | Britain after Roman rule Explore britain after roman rule and explain your thinking. |
| Week 2 | Objects, status and burial Explore objects, status and burial and explain your thinking. |
| Week 3 | Vikings: raids and other activities Explore vikings: raids and other activities and explain your thinking. |
| Week 4 | Compare accounts of change Explore compare accounts of change and explain your thinking. |
Year 6: learning in History
| Week | Topic and learning goal |
|---|---|
| Week 1 | The Maya world Explore the maya world and explain your thinking. |
| Week 2 | Writing and evidence Explore writing and evidence and explain your thinking. |
| Week 3 | Food, landscapes and knowledge Explore food, landscapes and knowledge and explain your thinking. |
| Week 4 | Change without disappearance Explore change without disappearance and explain your thinking. |
Year 7: learning in History
| Week | Topic and learning goal |
|---|---|
| Week 1 | The historian’s toolkit Distinguish chronology, sources and interpretations. |
| Week 2 | A disputed succession Explain why competing claims did not have one uncontested answer. |
| Week 3 | September to October 1066 Use sequence to develop cautious causal explanations. |
| Week 4 | Building an explanation Weigh interpretations and write a supported historical judgement. |
Year 8: learning in History
| Week | Topic and learning goal |
|---|---|
| Week 1 | Power and religion before the break Explore power and religion before the break and explain your thinking. |
| Week 2 | The Act of Supremacy Explore the act of supremacy and explain your thinking. |
| Week 3 | Dissolution and consequences Explore dissolution and consequences and explain your thinking. |
| Week 4 | Judging the extent of change Explore judging the extent of change and explain your thinking. |
Year 9: learning in History
| Week | Topic and learning goal |
|---|---|
| Week 1 | Industrialisation as a process Explore industrialisation as a process and explain your thinking. |
| Week 2 | Factory work and source questions Explore factory work and source questions and explain your thinking. |
| Week 3 | Reform and enforcement in 1833 Explore reform and enforcement in 1833 and explain your thinking. |
| Week 4 | Progress for whom? Explore progress for whom? and explain your thinking. |
A real activity to discuss
Put the four timeline cards in order. Label BCE and CE. Explain why 55 BCE comes before 43 CE. Draw space for “communities already in Britain” before 43 CE.
This Year 4 task shows how an activity connects to its learning goal. Each year group uses its own tasks and level of support.
Check understanding and plan the next step
Ask the learner to explain a choice or apply an idea again with less help. Review saved work alongside practice feedback. Completion ticks are not grades, and the first month is not the whole annual subject programme.
Updated 28 October 2026 · Asta Online School
See learning at Asta for details about learning with Asta.